Practising what we teach: addressing plagiarism prevention issues on professional development programmes for higher education teachers.

Baughan, P.D. (2013). Practising what we teach: addressing plagiarism prevention issues on professional development programmes for higher education teachers.. The International Journal of Learning in Higher Education, 19(3), pp. 157-165.

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Abstract

This paper considers the role that professional development programmes for higher education teachers can have in addressing the issues of plagiarism and plagiarism prevention as part of their own curricula. It argues that such programmes should address plagiarism as a topic on the basis that staff, like students, should be inducted to such issues. This argument is supported through a three tier approach: through a consideration of previous academic literature about plagiarism; through the author’s experience of teaching on one such programme; and, through ‘micro-interviews’ with four academic staff. It is concluded that a fuller and more consistent attempt to integrate plagiarism issues into the curricula of professional development programmes may yield a number of benefits within the higher education sector, including more common understandings of plagiarism, and, ultimately, fewer plagiarism cases.

Item Type: Article
Uncontrolled Keywords: Plagiarism, Plagiarism Prevention, Professional Development Programmes
Subjects: L Education > LB Theory and practice of education
Divisions: Learning Development Centre
URI: http://openaccess.city.ac.uk/id/eprint/14815

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